ocToBER, 12, 194s i- -- ~----

4T

one cvgelw- ____¢HAR!.91:rsI9w~

IMPROVEMENT

THE ED UCA Tzozv/u. Hozezzozv, g

PRESENTING NEWS AND VIEWS OF INTEREST TO TEACHERS AND ALL OTHERS SEEKING

IN EDUCATION

\

ECHOES OF THE C.T.F. ANNUAL MEETING (by JAS. William)

The annual meeting of the Can- principle of Equal Educational Op- Federation was portunity.

/

adian Teachers’ held this year from August 9 to

August 12 inclusive in the Chat- how the teacher, acting as an in- terpreter, can introduce something of the Canadian way of life into the classroom. He must first of all

eau Laurier I-Iotel, Ottawa. The,

President of the C.T.F., Mr. D. C.

Iunroe, Orrnstown, Qua, presided.

‘ etr Meeting w... held o» deal with matters that would come be- fore the convention. Later, s e afternoon the registration of de egstes‘ began. From P. E. I. were Messrs. Daniel MacDonald, J. I. <Murphy and J. A. S. Williams.

At 7:00 p.m. through the courtesy of the Saskatchewan Teachers’ Fed- eration a dinner was given, at which several very significant ad- dresses were delivered.

Dr. G. M. Geldert, Acting Mayor of Ottawa, welco " the delegates to hill‘ city.

On behalf of the Government of Canada. the ilon. Brooke Claxton, Minister of National Defence, ex- tended greetings. Mr. Claxton paid a tribute to the importance of the profession when he said, "It is im- possible to exaggerate the import- ance of the teacher in the life of s country. Preparation for this terribly responsible job should be

tended. We want the kind of teachers who will be able to in- stil into the youth of our land in- nets resources of self-discipline and responsibility. which will enable them to be good citizens and good Canadians. Teachers should be thlinolt important people in a

- community, but they have not

been."

- . The executive secretary of the Canadian Education Association, Mr. F. K. Stewart, stressed the im- portance of the individual teacher and urged the C.T.F. to place em- phalis on its teacher-training pro- gram.‘

-'I‘he good wishes of the l-lome and lchool Association were very cap- ably extended by Mrs. Colin Camp- bell, who assured the C.T.F. of the continued co-operatlon of the body which aha represented.

Following a few musical num- bers by an Ottawa artist. Presi- dent Munroe gave his address to the assembled delegates and guests.

PRESIDENT'S ADDRESS v llixcerpfl)

The topic about which I wish to speak is Helping The Teacher To Develop National Unity. (At this

-.. dlntMr. Munroe addressed the ' ‘tench delegates in their own

language.)

When we consider the various agencies which contribute to na- tionel unity, I think we must be

' impressed by the pre-eminence of tho school. The press, the radio, the moving picture have an import- ant contribution to make. So have the arts. All these other agencies Jtave e tendency to divide as well ea unite. The school serves all our children. It is untouched by party or privilege. It is consecrat- ed. to a single purpose-the service e! kind.

The Fathers of our Confederation, wisely we believe. administration of education to the provincial governments. There are fer too many considerations of a local or provincial nature to make it possible for us to effectively ad- minister s" uniform system of edu- cation throughout the Dominion. Our principal concern at the mo- meat is to find the common de- nornlnstor between the ten provin- oial systems which have operated Ifficlently for varying periods

ee 1N7. ,

I believe that most Canadians ma agree on certain fundamental principles which may be consider- ed characteristic of the Canadian way of life. In the words of our national policy:

“It is the inalienable right of

every Canadian to have that form

» e. Ind extent of free education for .‘.".’.' which his capacity is suited." In these words, which I believe

would be approved throughout the Dominion, we have accepted the

CHARLOTTETOW N U

Introducing Language Work in Grades II 4 III.

Divide the class in two groups, having a captain heading each group. who chooses his own men. When this has been arranged, the teacher commences by giving the captain a word (oraliylwhich he embodies in a sentence to the cap- tain on the other side; the captain on the other side answers the ques- tion embodying the same word in ‘the reply-i.e., "dog”. "Have you a dog?" dog." (2) Charlottetown, "Do you live in Charlottetown?” "1 have lived in Charlottetown all my life." This question and answer form goes on down both sides. Anyone

up t. I.- ~11;

On Monday afternoon a Dlrect- understand and appreciate Canadian way of life himself, and in order to do the sound professional training and a high professional prestige. If he is to teach the precepts of democracy and tolerance. he have a broad and accurate knowl- edge of our history, he must have travelled widely outside his ‘own province, he must have varied con- tacts with his fellow Canadians of all races, creeds, and occupations. Inadequate salaries have made experiences such as this seem beyond the reach of average teacher"; and when I re- mind you that one in eight of the persons now engaged in teaching is without minimum qualifications, you will realize how very far from this idea We stand at the present time.

must be to train our teachers pro- perly. This will cost will cost money to train them; it will cost money to provide muneration that will keep them in the profession. solution to this problem without some measure of assistance

am greatly encouraged by the de-

eatrusted the.

' task with good spirit, with fore.

RBAN CONTRIBUTION

“I own a brown and white-

Our problem, then, is -to consider

the

so must have a

must himself

in the past

the

SEVEN OI‘

Consequently, our first concern

money. It re- I see no possible

from the Federal Government, and I clsion recently made by the Fed- eral and Provincial Governments with respect to the Health pro- gram. I-lealth, like education, is primarily a concern of the prov- inces. Under the terms of the new program outlined by the Minister of National Health and Welfare, the sum of $500,000 is to be used for professional training. This, I think you will agree, is most com- mendable. But, while we know that the prevailing shortage of doctors and nurses is serious, I am by no means convinced that it is more

age. of teachers. If, therefore, it ls possible and It is advisable for the Federal authorities to subsidize the training of medical personnel, may we not hope that steps may be taken soon to give similar as- sistance to the provinces for the training of teachers.

(Mr. Munroe then went on to show how we need further facil- ities in the teaching profession, and suggested a Canadian seminar or workshop which teachers might attend in order to broaden our knowledge of the Canadian way of life. He advocated inter-provincial exchange of teachers, which is al- ready sponsored by the C. E. A. The barriers should be removed which prevent teachers from mov- ing inter-provinclally. To put into effect this. transfer of teachers, the Bpeflker supported the idea (already begun) of securing a standardized Teacher Certificate for anyone wishing to transfer with but little difficulty. Likewise we require an adjustment in Penlshon Plans to remove existing differences, which at present discourage teacher ex. change.) '

(Finally, the speaker suggested) if it were possible to bring together every five years or so one-tenth, or even one-twentieth, of the 55,- 000 teachers in the C.T.F., I am sure the experience would improve the morale of us all, raise the Prestige of the profession in the minds of the public, and, most im- portant of all, provide s vehicle by which the cause of Canadian unity might be fostered.

We stand better prepared than ever before in our history to meet our professional responsibilities, and the discharge of our profes- sional responsibilities was never of greater importance to the welfare of Canada. Let us address our

l

sight, with courage, with patience, so that the cause of Canadian unity may be well served.

“No, I have not," and repetition are ruled out. The side having the most men standing at a given length of time are declared the winners.

After the above has been carried on for possibly a month, an ad- vanced step is taken. The class is again divided into two groups, hav- ing captains. The teacher gives the captain a word (orally) with which he is to make a "s story i.e., "brother". "My brother is seven years old. He is in Grade II." The captain on the other side is given a different word, with which he makes a story—and so on, down the line. The boy failing to make a story sits down and the

unable to "ask" or "answer" sits down. Answers like “Yes, I do",

Oil CAN'T BIIY rlusn rtooa AX

__ Improved Old English Wax Smoother-Dries Brighter! o”

q ‘auousn is e full bodied was u... w. gleaming bright without say rubbing er ‘ lining. Yes. high-quality om rncusn eseeelly polishes fuel! to s shiny brightness

side having the most standing are the victors. This-may be varied

D I

by a boy on one side commencing the story, and his opponent adding to it. Or the boys may their own "words" ‘with which to make the story.

full of highly coloured pictures. There will be better results ob-

serlous than the prevailing short» necessary to whisper, or how much

choose

The third step is called the "Picture Box". Have a large box

talned if there is plenty of action or adventure portrayed in the pic- tures, especially if the class con- slsts of boys. You. will find pic- tures of hunting, fishing, ships, airplanes, houses surrounded by trees (mysterious) go over well. After the usual class work (seat work) is finished the boys have the "privilege" of going to thee"Pic- ture Box", selecting the picture they like best, take it to their seat and study and think over it. They are then "allowed" to tell to the

class the story they see in the pic- ture. This is very successful in

"Try it yourself" is a good rule for teachers to follow if they want to understand the difficulties their children are facing and gradually overcoming. Perhaps you have tried the following:

(1) If it bothers you hear boards drop when your children are build- ing houses, boats, etc., just try to carry a few boards across the room and set them down quietly. Stay with it until you have knock- ed over a board. It's easy to do! (2) If you cannot understand why.. so much discussion is necessary during the project lesson, join the group as one of themselves (not allowing yourself special privileges because you happen to be the teacher). Check how many times you feel impelled to make a sug- gestion. Remember, too, that dis- cussion on the child's level cannot be as calm as that between adults. It takes years to learn to disagree quietly and some people never learn it. (3) If you wonder why two chil- dren cannot work together quietly, take the place of one of them and check how many times you find it

self-control you have to _exert to restrain the impulse to speak. Everytime the conduct of the children in general puzzles or both-

A good formula for s hectograph

§2 oz. good gelatlne (preferably powdered).

2 oz. powdered glue.

‘A pint of water (rain water best) 1 lb. of glycerine.

Place all in a double boiler and cook for about two hours, stirring gently._ If it is soft and sticky, boil a little longer. Strain through an old dampened piece of cheese cloth into a shallow pan. A long shallow pan that will take a full

The Chinook is a warm, dry. wind. It crosses the Rockies from wcst to east and plays queer tricks in the foothills country and prairie of Southern Alberta. It is a cyclonic wind that gets its warmth from the Pacific Ocean's Japan Current. It can last from a few hours to .nore than a week, and has lifted temp- eratures 80 degrees in two hours The Indians call the C" ' , the "Wind That Eats Snow"—which la no exaggeration.

The Chinook has been known to hit a freezing city in the West, at a 60 miles per hour clip, melt ice and snow in short order, evapor- ate most of the water before it could rush down the storm sewers, and generally clean off the neigh- bouring prairies like a wet rag.

It vanished as fast as it came and the temperature dropped to 20 be- low, but another Chinook came along after a few days and South- ern Alberta was a land of sunshine again.

A wonderful affair in‘ its own right, the Chinook is even more wonderful if you hear about it among the tall tales of Western

Grades II and III as there is an utter lack of self-consciousness, and they speak freely. You will notice the words “privilege" and "allow- ed" are expressed, and should be emphasized, to take away from it any sense of obligation.

lows quite easily is the selecting of a picture and allowing a boy to write a story on what he sees in the picture. story". should never be used, but rather stress the privilege of being allowed to write a story and read it to the class. with that dreaded word tion-which is so often a bugbear to intermediate grades.

"red-pencil" the story. The teach-

er, at the conclusion of the story, tells the boys a few expressions

often leads to discouragement. TRY IT YOURSELF

ers you, become one of them and

HECTOGRAP HS

CHlNOOK-A TRICKY BREEZE

The fourth step which fol-

The command, "Write a

This does away mposi-

In using the above no attempt is made to

they could phrase differently, but too much correction at this stage

"try it yourself.” And then re- member how many more years you have had in which to learn.-—Queen Square School. ENGLISH

Children may overcome the habit of jerky reading by “swinging” the phrase "on the hill", “to the car", etc. Have them find several phrases that they can swing .

MAKING SENTENCES

Choose sides. Have each pupil on one side write a question on the board. Each member on the other side writes an answer to one question. Mistakes in beginnings or endings, spelling, etc., are losses in points for that side.

MEMORY GEMS

It is a good idea to print mem- ory gems on Lusa pondence cards. Keep filed according to season in a box. They are handy to hold in your hand and it is a splendid way to preserve gems.

PIIONICS

For phonics, colour or paste pic- tures of your key words on a cream roller blind. Start at the bottom then it can be rolled down as les- sons progress. Saves blackboard space, too.

length of blank foolscap is best. Set in a level place and cover to keep out the dust. In about twenty- four hours it should be ready for

use.

By putting glue into the com- position the hectograph will dry oif and set in about an hour after washing off.

Hot water should never be pour- ed over a hectograph as it dis- solves the top layer of geiatine. Using a sponge to wipe off the im- pression is a better method.

Classic yarn, told by Bob Ed- wards, pioneer Calgary journalist in his famous "Calgary Eye-Opener", concerns the horse-and-sled travel- ler who spent a week-end at the mountain resort at Banff.

Snow conditions were good and travelling was easy for his sleigh. Before he was scheduled to leave for home, however, reports of an impending Chinook hit Banff.

With only a sleigh for travelling, the Calgarlan faced the prospect of being marooned if the Chinook

roads dry. But he was equal to the occasion. He reversed his horse in the shafts, started out of town with the animal running be- hind, pushing the leigh before it.

The Chinook overtook him on the outskirts of Banff, but it couldn't get past him. That horse pushed the sleigh to Calgary under tl-e finest conditions any animal has faced anywhere in the world in any kind of weather. It just carefully matched its pace to the wind--with the result that the sleigh runners slid over smooth, slippery snow, while the horse galloped along be-

Literature.

Rewrita these sentences, using another word or phrase in place oi. "get" or, "got".

1. I got up at morning.

2. I got breakfast at the ho

3. Did he get cross when he what you said?

d. Mother got five letters mornins.

5. I got home late in the evening.

RULE FOR FIND

1. Separate the number into per- iods of three figures each, com- mencing at the right; if the num- ber contains a decimal, begin at the ’ ' I and work both ways.

2. Find the largest number whose cube does not exceed the left hand period and write this number as the first figure of the answer.

3. Subtract the cube from the left-hand period and to this result annex the next period of the num- ber.

d. Square the number in the ans- wer conside ’ ss tens end multi- ply this result by 3.

d. Square the number in the ans- wer considered as tens and multi- ply this result by 3.

5. Use the result thus obtained

on. Pearson's ADDRESS TO c

Following the luncheon, the president introduced Dr. B. Pearson, Under Secretary of State for External Affairs, who spoke on the theme-"Role of the Teacher ir. International Affairs," as follows: “As an ell-teacher, I em always at hemrla a gatherlnt of teach- era, when I do not have to melee a

speech. However» when your asked me to address you, I found

six o'clock this

tel. heard

this

M63?

some weeks ago Q Muse. In wonder-

LAN-GUAGE — GRADE VI

QB tails about. 1

hind on dry, hard ground.

8. I have to get this finished be- fore I go home.

‘I. Dad told me to get home as fast as I could.

8. I got off the bus at the school corner.

. I get a salary dollars a week.

10. Did you» get the groceries for me?

I'NG CUBE ROOT

for a trial division to divide into the remainder, and place the num- ber resulting from-this division as the next figure o_f the answer.

6. To use the trial division, add the result obtained by multiplying the first figure of the answer con- sidered as tens by the second fig- uro of the answer by 3. Also add the square of the second figure. The sum thus obtained ls the com- plete division.

T. Multiply the complete division by the second figure of the ens- wer and subtract the result thus obtained from the remeinden.

s. To this result annex the next period of the number and proceed in the manner described until all the periods have been used.

. T. F. COPFERENOE DELEGATES

naturally put my audience and my present profession together and ar- rived at the subject "The Role of ti“. Teacher in International Af- fairs." This is a subject. of course, which lends itself to platitudes and I suspect that "you have ' already,

of twelve

during this Convention, had more.

than enough platitudes directed at you. “ I will do‘ my best to avoid the obvious, but it is neverihoiess true to say that some phrssrs Ii:-\'.'~

licked up the snow and left the _

that they are repeated over and over again. One of th_ese is the vital role‘ of the educator in our contemporary life, which‘ includes international life.

Education is now far more than learning the three R's. I heard it defined ~not long ago in a striking way sl "the creation of finer hu- man hungers." Ono such hunger should be for good citizenship, for reetlom. for tolerance. for under- standing which is the only basis for sound nationalism and likewise the only basis for good internation- slism. In this field the role of the teacher is al‘ important, though the difficulties confronting him in successfully playing this‘role are formidable. These difficulties arise out of the complexities and confus- ions of modern life, out of the great gap between scientific and social progress. We have made ux-tounding advances in the nat- urnl and physical sciences. ‘We have literally changed the face of the world. Above all, we have re- leased atomic energy. But we shrink with fear from the results of that release. Why? Because we live in a world of social and political anarchy.